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Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya

Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya Toward Critical Postcolonial Curriculum Policies and Practices - Cultural and Historical Perspectives on Science Education / Cultural and Historical Perspectives on Science Education: Research Dialogs

Paperback (01 Jan 2014)

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Publisher's Synopsis

Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between "Western" and "indigenous" knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the state's curricula documents, and schools' exam-oriented pedagogical approaches. O'Hern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous knowledge about environment, nature, and sustainable development. They suggest the need to develop critical postcolonial curriculum policies and practices of science education to overcome knowledge-oriented binaries, emphasize sustainable development, and address the problems of inequality, the center and periphery divide, and social, cultural, and environmental injustices in Kenya and, by implication, elsewhere.

About the Publisher

Brill

Founded in 1683, Brill is a publishing house with a rich history and a strong international focus. The company's head office is in Leiden, (The Netherlands) with a branch office in Boston, Massachusetts (USA). Brill's publications focus on the Humanities and Social Sciences, International Law and selected areas in the Sciences.

Book information

ISBN: 9789462095403
Publisher: Brill
Imprint: Brill
Pub date:
Language: English
Weight: 278g
Height: 157mm
Width: 234mm
Spine width: 14mm